A Report on Autonomy in Language Learning

 Autonomy, as a concept in language teaching and learning, is often believed to have emerged with the advent of the communicative approach. However, my understanding of this idea evolved after reading the article "Autonomy of Learning" in the Dictionary of Key Terms of Spanish as a Foreign Language (ELE), published by the Centro Virtual Cervantes. Contrary to my initial belief, studies on autonomy date back to the 1970s and 1980s, a time when traditional pedagogical methods were being questioned. This shift was influenced by advancements in learning psychology and psycholinguistics, which revitalized educational theories and policies aimed at empowering learners to take charge of their own educational journey. Essentially, autonomy encourages learners to reflect on what and how they wish to learn, using strategies that align with their unique learning styles, while exercising their freedom and personal attitudes.

This expanded understanding of autonomy draws from a range of texts, including Fear of Freedom by Fromm (1942), excerpts on creativeness, detachment, and individuality from Maslow’s Motivation and Personality, Benson’s State of the Art on autonomy in language teaching, and Dr. Golovatina's (2021) infographic titled "Autonomy - an Independence or a Reflexivity?". Both Fromm and Maslow emphasize autonomy’s crucial role in human development, affecting communication, cognition, emotions, spirituality, aesthetics, ethics, history, and socio-political realms. Autonomy allows individuals to make informed decisions based on their personal values, fostering self-growth and self-realization. This is distinct from mere independence, which, according to Benson, may refer to the ability to function without reliance on others, but can also imply liberation from irrational authority or, conversely, submission and servitude. In contrast, autonomy involves decision-making that reflects an individual’s inner values.

Benson’s work further elaborates on the complexities of applying autonomy in language teaching. The diversity of autonomies—shaped by cultural, economic, ethical, moral, political, and social factors—complicates the practical application of autonomy in language learning. Despite this variability, the concept of "classroom autonomy" emerged in teaching methodologies from the late 20th to the early 21st centuries. This approach seeks to empower students to develop autonomy despite constraints imposed by classroom structures and curricula.

Reflecting on these texts prompted me to consider my own experiences with autonomy, particularly in my journey as a student. Initially, my goal was to become a Spanish language teacher, focusing on grammar and literature. However, as I pursued a degree in Modern Languages, I faced the challenge of learning two languages—English and German—that were not only foreign to me, but also distinct from each other, despite both belonging to the same language family.

In the first four semesters of studying English, my efforts were modest. I aimed only to maintain a basic level to meet course requirements. However, by the fifth semester, I underwent significant self-reflection, deciding that I would no longer settle for results that didn’t meet my personal standards as a student. This commitment to improvement required me to engage in learning experiences that promoted values such as adaptability, self-confidence, responsibility, and persistence. I recognized that learning a language was an essential part of my education and that improving my language skills required commitment to self-improvement. I began to dedicate myself to enhancing my listening skills and expanding my vocabulary using resources such as BBC broadcasts and Berlitz English course cassettes.

This process of self-reflection and self-training helped me embrace my identity as a student and a future professional. It pushed me to reassess my goals and strategies, empowering me to take control of my learning and express my true self. I realized that I wanted to deviate from the traditional, rigid language teaching methods that had characterized my earlier education, which emphasized grammar and basic structures year after year. Instead, I envisioned a more dynamic, comprehensive approach to teaching and learning languages, grounded in autonomy.

My personal journey also prompted me to consider the relationship between autonomy and creativity, particularly in the context of teaching young English language learners. As an educator, I believe it is essential to design learning strategies that foster self-directed learning, helping students build digital literacy and use ICT resources to overcome their initial reluctance to learn a foreign language. By encouraging students to experiment with new ideas and approaches, they gain a sense of control over their learning and feel more confident in their ability to solve problems. This fosters creativity and enhances their capacity to take risks, ultimately helping them develop a strong sense of self and their own values in mastering a second language.

Furthermore, to support creativity in language learning, it is essential to involve families in the educational process. In many communities, parents and guardians may not see language proficiency as a priority, often due to their own negative experiences with language learning. These entrenched beliefs can stifle the creativity of students. To challenge these societal norms, educators must work to ensure that family expectations do not hinder students' language acquisition. Drawing on Maslow’s (1970) insights on creativity, it is important to shift perspectives within both family and school environments, encouraging innovation and transformative experiences that foster students’ personal growth and understanding of their desires and passions.

Through my study and reflection on autonomy, I have gained a deeper theoretical understanding of its significance in language learning, especially in relation to identity and creativity. This awareness has equipped me with the tools necessary to guide my own learning journey, identifying both strengths and weaknesses in alignment with my personal values and goals.

Ultimately, as an educator, I believe it is crucial to advocate for the application of these principles within the school community. By promoting autonomy and creativity, I aim to empower my students to express their individuality and develop the confidence to articulate their perspectives through language. In this way, I hope to contribute to their personal growth, helping them become self-actualized learners capable of navigating the complexities of language learning in today’s globalized world.

References

Benson, P. (2001). State of the art: Teaching and learning autonomy in language education. Pearson Education.

Fromm, E. (1942). Fear of Freedom. Routledge.

Golovatina, S. (2021). Autonomy – an Independence or a Reflexivity? Infographic.

Maslow, A. H. (1970). Motivation and Personality (2nd ed.). Harper & Row.